are texts displayed on a computer screen that include highlighted links to other texts that a reader can access by means of a mouse click or key combination. Hypertext educational materials can also contain tables, images and other forms for presenting information. Nowadays, links may also function in different ways, for example by displaying a phrase or image when the mouse hovers over the link.
Hypermedia educational materials
According to the W3C glossary, a hypermedia is a hypertext “which is not constrained” to be text. The links are not exclusively related from-and-to “text” but they include different forms of information like graphics, video, sound, 2D and 3D animations, etc.
While the term hypermedia highlights the “linking” between components of a structure or artifact (that can be wide open), the term multimedia highlights the integration of different type of components into a single artifact. (comment: the concept of multimedia is associated with two different meanings: as support/way-of-diffusion/delivery like television, radio, DVD, print, etc. or as encoding language/representation like text, graphics, audio, video. In this context we are mostly referring to the second meaning).
A hypermedia/multimedia becomes “educational” when it is designed for this purpose. We can think of different situations:
The hypermedia presents explicit learning objectives.
The hypermedia contains knowledge organized in a way that facilitates its appropriation. In this sense, the hypermedia support different types of interaction. (e.g.: Becoming human).
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Rich-media learning environment
is a platform that serves and supports all aspects of blended learning and knowledge management. For instance, it can support learning before, during and after a face-to-face learning event. More specific, a rich-media learning environment can be used for the recording, organisation, management and distribution of live video, video conferences, video on-demand, information sharing, knowledge databases by combining multiple streams of data such as video, audio and presentation material.
Are those which permit the learner to learn without a teacher, and most probably alone, in a location of his own choosing, to learn a new skill or to study a particular subject. These materials may be in any format such as books, video, audio, web 2.0 tools... and they should enable the adaptation of the program to the student own needs, interests and areas of difficulty.
In his presentation “Selecting Self-Study Foreign Language Materials”, Professor Alexandre Arguelles explains the relationship between learning styles and learning (educational) material and provides guidelines for the design of self-study materials intended to a specific public. If in a rush go from minute 9 to 11, but for an insight on the subject keep on watching.
CDT4 2009/10 A2 Wiki!
Hypertext educational materials
are texts displayed on a computer screen that include highlighted links to other texts that a reader can access by means of a mouse click or key combination. Hypertext educational materials can also contain tables, images and other forms for presenting information. Nowadays, links may also function in different ways, for example by displaying a phrase or image when the mouse hovers over the link.Hypermedia educational materials
According to the W3C glossary, a hypermedia is a hypertext “which is not constrained” to be text. The links are not exclusively related from-and-to “text” but they include different forms of information like graphics, video, sound, 2D and 3D animations, etc.While the term hypermedia highlights the “linking” between components of a structure or artifact (that can be wide open), the term multimedia highlights the integration of different type of components into a single artifact. (comment: the concept of multimedia is associated with two different meanings: as support/way-of-diffusion/delivery like television, radio, DVD, print, etc. or as encoding language/representation like text, graphics, audio, video. In this context we are mostly referring to the second meaning).
A hypermedia/multimedia becomes “educational” when it is designed for this purpose. We can think of different situations:
Rich-media learning environment
is a platform that serves and supports all aspects of blended learning and knowledge management. For instance, it can support learning before, during and after a face-to-face learning event. More specific, a rich-media learning environment can be used for the recording, organisation, management and distribution of live video, video conferences, video on-demand, information sharing, knowledge databases by combining multiple streams of data such as video, audio and presentation material.
As an example, please check these webcasts:
Online course design: proven techniques for enhancing student learning using rich media webcasting , by Diane Zorn (4/10/2007)
Strategies for Building a Rich Media Learning Environment by Laureen Jones (17/2/2007)
Interesting reference related to the subject:
Self-study materials
Are those which permit the learner to learn without a teacher, and most probably alone, in a location of his own choosing, to learn a new skill or to study a particular subject. These materials may be in any format such as books, video, audio, web 2.0 tools... and they should enable the adaptation of the program to the student own needs, interests and areas of difficulty.
In his presentation “Selecting Self-Study Foreign Language Materials”, Professor Alexandre Arguelles explains the relationship between learning styles and learning (educational) material and provides guidelines for the design of self-study materials intended to a specific public. If in a rush go from minute 9 to 11, but for an insight on the subject keep on watching.
An example of self-study learning materials:
Learning English with BBC
Other related concepts